Educating character across differences: a cross-case synthesis of virtue ethics in higher education

Purpose We provide a synthesized global overview of contemporary character education (CE) in higher education. We examine how virtue-ethical approaches to character formation are conceptualized, institutionalized and practiced across diverse higher education contexts, and identify shared strengths and challenges. Design/methodology/approach We employed a qualitative, multi-method comparative case design and drew on data from 11 virtue-ethics-based CE initiatives spanning four continents. Data included interviews with faculty and program leaders, field engagements, public-facing materials such as websites and institutional reports, and a systematic review of scholarly literature. We used a hybrid deductive–inductive thematic analysis followed by cross-case synthesis to identify recurring patterns and divergences. Findings We identified most prominently Aristotelian and neo-Aristotelian virtue ethics, and psychological, educational, theological and relational influences among shared theoretical foundations. Strengths include institutional alignment, faculty learning communities, disciplinary integration and pedagogical innovation. Challenges include evidence and assessment, workload and structural constraints, institutional diffusion and cultural and contextual conditions. Originality/value We offer a unique global overview of contemporary CE in higher education, providing a field-level map useful for researchers, practitioners and policy actors.